This study aimed to analyze and typify the advantages and disadvantages of students' online self-disclosure from teachers' perspectives. Employing a descriptive-survey design, the statistical population consisted of all elementary school teachers in Pakdasht (N=550) during the 2023-2024 academic year. Using cluster sampling based on the Krejci and Morgan table, 225 participants were selected. Data were collected via a researcher-made 60-item questionnaire assessing advantages and disadvantages, validated by experts and demonstrating high reliability (Cronbach’s alpha of 0.93 and 0.92, respectively). Exploratory factor analysis in SPSS.v24 was used for data analysis.

Findings revealed six advantage factors—growth in welfare-career opportunities, learning and academic growth, enhanced self-awareness and identity, strengthened social relationships, developed communication skills, and emotional-psychological support—collectively explaining 64.29% of the total variance. Seven disadvantage factors emerged—disrupted social relationships, psycho-emotional damage, academic problems and reduced concentration, decreased real interactions and loneliness, disrupted repetitive relationships, physical-health damage, and reduced self-control and emotion management—accounting for 69.72% of the variance. Results indicate that online self-disclosure is a two-faced phenomenon, offering opportunities for academic, social, and emotional growth while posing threats to mental health, educational performance, and real-life relationships. The proposed typology provides a foundation for designing educational programs to enhance positive aspects and mitigate associated risks in virtual and blended learning environments..